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Oxford's teachhing methods of english language

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e and theyre to select one word for you to guess when you come back. They find the word in their dictionaries.

  • Go back in and have a first wild guess at the classs word. The students should tell you whether their word is longer, shorter or the same length as your guess and whether its earlier or later in the dictionary. Here is an example (teachers can correct pronunciation as they go along ):

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    teacher:Middlestudents:Its shorter. And its later in the dictionary.teacher:Train.students:Its Earlier. Its Got The Same Number Of Letters.teacher:Plane.students:Its Later.teacher:Rains.students:Its Later. Its Got The Same Number Of Letters.teacher:Seat.students:Its Longer.The First Letter Is Right. Its Later In The Dictionary.teacher:Stops.students:Its Earlier.teacher:Skirt.students:Its Laterteacher:Spend.students:The First Two Letters Are Right. Its Later.teacher:Spine.students:Its Later.teacher:Spore.students:The First Four Letters Are Right. Youre Really Warm Now. Its A Bit Further On.teacher:Sport.students:Yes.

     

    1. You can write the words you guess and notes of the students answers on the board as you go along, to help you to remember where you are. At the beginning, you can prompt the students by asking questions such as Is it shorter, longer or the same length as my word? Is it earlier or later in the dictionary? etc.
    2. When the students have got the idea of the game, reverse the process; you think of a word (one from a recent lesson works well) and students guess. You give them information as to length, place in dictionary and any letters theyve guessed right.
    3. Now hand over the exercise to the students. They should scan their notes, textbooks and /or minds (but not dictionaries) and create a short wordlist. Then in pairs or small groups they can repeat the activity.

     

    Rationale

    This is a good game for teaching scan reading and alphabetical order when using dictionaries. The revision or introduction of the grammatical structures in a meaningful context is disguised since the students usually see this is vocabulary game. Because it has a pretty tight structure and build-up, its a good exercise for establishing the principle of group/pairwork with a class that does not take readily to working in different formats.

     

    Note

    With some classes we have asked the students to analyze their own guessing processes. Some students have written interesting short compositions on the best guessing strategies.

     

     

     

    Eyes

     

    Grammar:Second conditionalLevel:Lower to upper intermediateTime:30-45 minutesMaterials:None

     

    In class

    1. Ask a student to draw a head in profile on the board. Ask the student to add eyes in the back of his head.
    2. Give the students this sentence beginning on the board and ask them to complete it using a grammar suggested:

     

    If people had eyes in the back of their heads, then they … would/might/could/would have to … (+ infinitive)

    For example:

    If people had eyes on the back of their heads they could read two books at once (so two pairs of eyes).

     

    1. Tell the students to write the above sentence stem at the top of their paper and then complete it with fifteen separate ideas. Encourage the use of dictionaries. Help students all you can with vocabulary and go round checking and correcting.
    2. Once students have all written a good number of sentences (at least ten) ask them to form teams of four. In the fours they read each others sentences and pick the four most interesting ones.
    3. Each team puts their four best sentences on the board.
    4. The students come up to the board and tick the two sentences they find the most interesting. The team that gets the most ticks wins.

     

    Note

    Students come up with a good range of social, medical and other hypotheses. Here are some examples:

     

    … then they would not need driving mirrors.

    … they would make really good traffic wardens.

    … then you could kiss someone while looking away!

     

     

     

    Umbrella

     

    Grammar:Modals and present simpleLevel:Elementary to intermediateTime:30-40 minutesMaterials:One large sheet of paper per student

     

    In class

     

    1. Ask a student to draw a picture on the board of a person holding an umbrella. The umbrella looks like this.
    2. Explain to the class that this tulip-like umbrella design is a new, experimental one.
    3. Ask the students to work in small groups and brainstorm all the advantages and disadvantages of a new design. Ask them to use these sentence stems:

     

    It/you can/cant…

    It/you + present simple…

    It/you will/wont…

    It/you may/may not…

     

    1. For example: It is easy to control in a high wind, You can see where youre going with this umbrella
    2. Give the students large sheets of paper and ask them to list the advantages and disadvantages in two columns.
    3. Ask the students to move around the room and read each others papers. Individually they mark each idea as good, bad or intriguing.
    4. Ask the student how many advantages they came up with and how many disadvantages. Ask the students to divide up into three groups according to which statement applies to them:

    I thought mainly of advantages.

    I thought of some of both.

    I thought mainly of disadvantages.

    1. Ask the three groups to come up with five to ten adjectives to describe their group state of mind and put these up n the board.
    2. Round off the exercise by telling the class that when de Bono asked different groups of people to do this kind of exercise, it turned out that primary school children mostly saw advantages, business people had plenty of both while groups of teachers were the most negative.

     

    Note

    Advantages the students offered:

    In a hot country you can collect rain water.

    It wont drip round the edges.

    You can use it for carrying shopping.

    Its not dangerous in a crowd.

    Its an optimistic umbrella.

    Its easy to hold if two people are walking together.

    With this umbrella youll look special.

    Itll take less floor space to dry.

    This umbrella makes people communicate. They can see each other.

    You can paint this umbrella to look like a flower.

    Youll get a free supply of ice if it hails.

     

    Presentation

    Listening to time

     

    Grammar:Time phrasesLevel:Upper intermediate to very advancedTime:40-50 minutesMaterialsNone

     

    Preparation

    Invite a native speaker to your class, preferably not a language teacher as they sometimes distort their speech. Ask the person to speak about a topic that has them move through time. This could be his country history. The talk should last around twenty minutes. Explain to the speaker that the students will be paying close attention not only to the content but to the language form, too.

     

    In class

    1. Before the speaker arrives, explain to the students that they are to jot down all the words and phrases they hear that express time. They dont need to note all the words!
    2. Welcome the speaker and introduce the topic.
    3. The speaker takes the floor for fifteen to twenty minutes and you join the students in taking language notes. If there are questions from the students, make sure people continue to take notes during the questioning.
    4. Put the students in threes to compare their time-phrase notes. Suggest the speaker joins one of the groups. Some natives are delighted to look in a speech mirror.
    5. Share your own notes with the class. Round off the lesson by picking out other useful and normal bits of language the speaker used that are not yet part of your students idiolects.

     

    Example

    One speaker mentioned above produced these time words: only about ten years/there was a gap of nine years/ at roughly the same time/over the next few hundred years/from 1910 until the present day/its been way back/ within eighteen month there will be/until three years ago/when I was back in September

     

    Variations

    Choose the speaker who is about to go off on an important trip. In speaking about this, some of the verbs used will be in a variety of forms used to talk about the future.

    Invite someone to speak about the life and habits of someone significant to them, but two lives separately from them, say a grandparent. This topic is likely to evoke a rich mixture of present simple, present continuos, will used to describe habitual events, ll be ing etc.

     

    Note

    To invite the learners to pick specific grammar features out of a stream of live speech is a powerful form of grammar presentation. In this technique the students present the grammar to themselves. They go through a process of realization which is lot stronger than what often happens in their minds during the type of grammar presentation required of trainees on many teacher training courses. During the realization process, they are usually not asleep.

     

     

    Guess my grammar

     

    Grammar:Varied+question formLevel:Elementary to interm